Close Menu

Part of the Learning Alliance Academy Trust
CEO: Mrs G Coffey OBE

01753 524170

office_[at]_lhspa.org.uk

corner

Science

Science is an essential part of pupil learning at Lynch Hill. We aim to create a climate of Invention and Discovery and instill in each child the belief that “Every Child is a Scientist”. Science affects many aspects of everyday life and we believe in ensuring pupils gain the most from this valuable subject. At Lynch Hill, we have adopted the recommendations of the new science curriculum from September 2014.

Aims

The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

Curriculum Organisation:

Foundation: use the Early Years Foundation Stage (EYFS) curriculum to develop children’s knowledge and understanding of the world

Key Stage 1 & 2: During these two key stages, teachers make use of a range of materials to ensure children learn in a fun, stimulating way, and, wherever possible, activities follow cross-curricular links. Pupils are also expected to apply their mathematical and English abilities when recording and sharing when working scientifically.


Pupils cover 5 or 6 units each academic year and a variety of teaching strategies, including pupil-led investigations. This allows pupils to apply their scientific understanding and knowledge. To extend their learning children have the opportunity to visit or take part in science workshops in and out of school.
Our programme of study for years 1 and 2

Working scientifically.

During years 1 and 2, our pupils will be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering question

Our programme of study for years 3 and 4

Working scientifically

During years 3 and 4, our pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.
  • Our programme of study for years 5 and 6
  • Working scientifically
  • During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments

Our programme of study for years 5 and 6

Pupils cover 5 or 6 units each academic year and a variety of teaching strategies, including pupil-led investigations. This allows pupils to apply their scientific understanding and knowledge. To extend their learning children have the opportunity to visit or take part in science workshops in and out of school.

The principal focus of science teaching in upper key stage 2: year 5&6 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.They should encounter ideas that are more abstract and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

Working scientifically

During years 5 and 6, our pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • planning different types of scientific enquiries to answer questions, including recognizing and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments.

Pupil Voice:

We believe in listening to pupils to ensure the curriculum includes areas which interest them. Therefore, pupils are encouraged to participate in planning by completing KWL grids: what they Know already, what they Want to learn, and to evaluate what they have Learnt. Teachers use these to assess children’s learning and inform their planning. Pupils also get the opportunity to plan their own investigations. Gifted and Talented children within the subject are encouraged to lead investigations and discussions.

Assessment:

Assessment is a vital part of teaching and learning in Science at Lynch hill.

Assessment takes place throughout each unit of work. The Science Team ensures that assessments are consistent and pupil progress is closely monitored to ensure pupils meet or exceed National expectations.

After School Club:

To help pupils see Science as a fun subject, and develop the belief that each child is a scientist, we run an After School Club in Key stage 2 called ‘Mad science’. It is full of exciting hands-on-experiments, which are of course very messy, but nonetheless entertaining and exciting, and best placed to help pupils learn. It is hugely popular.
Due to the increasing popularity of this club we have extended the opportunity to Key Stage 1.